the effectiveness of using sq3r strategy on teaching ...6)/2015(6.6-06).pdf · the effectiveness of...

Academic Research International Vol. 6(6) November 2015

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Copyright © 2015 SAVAP International ISSN: 2223-9944, e ISSN: 2223-9553

www.savap.org.pk 64 www.journals.savap.org.pk

The Effectiveness of Using SQ3R Strategy on Teaching

Reading Comprehension

Yudi Hari R.

STKIP PGRI, Pasuruan, Jawa Timur 67118,

INDONESIA.

ABSTRACT

: As an attempt to overcome the students’ difficulty in reading comprehensionn, SQ3R (survey, question, read, review, and recite) is conducted. This study aims to find out

whether the use of SQ3R is effective for the students or not. It employs the quasi-

experimental design and gives the different treatment. That is, the Experimental

Group is taught by using SQ3R strategy and the Control Group is taught without using SQ3R strategy and at the end of the treatment, the test is given in order to get

the valid result or score. Then, the data is managed by using statistical matter and

computed by using T-test formula. And it is found that T-finding (64.3) for the Experimental Group is bigger than T-found (61.4) for the Control Group in

significance 1.45%. So, it can be said that using SQ3R strategy is useful and effective

in teaching reading comprehension. Besides that, it can motivate the students

eagerness in learning English. But, before implementing this strategy, the teacher should give a clear instruction to the students in using SQ3R strategy to avoid

misunderstanding.

Keyword: Reading comprehension, SQ3R

INTRODUCTION

Reading is one of the English skills that should be learnt by the students beside listening,

speaking, and writing. Reading is the process of receiving and interpreting information

encoded in language form via the medium of print (Grabe, 2009:14). Reading comprehension

is derived from two terms, those are reading and comprehension. Here, In reading activity,

the readers have to construct the meaning of words or even sentences which exist as the

content of reading text. Meanwhile Comprehension occurs when the reader extracts and

integrates various information from the text and combines it with what is already known,

(Koda, 2005:4). We typically make use of our background knowledge, vocabulary,

grammatical knowledge, experience with the text and other strategies to help us understand

the written text . As learners, we have to have an ability to comprehend the content of a text.

When we are in the purpose of comprehending the text, we must have a wide range of

capacities and abilities. They include cognitive capacities, motivation and various types of

knowledge. Here, we should be able to extract the content from any text at all. If we are only

able to extract in a single text, of course , it is not satisfying enough. Besides that,

comprehension does not occur by simply extracting meaning of from text. Language and

content is interrelated to one another. We have to know how language is used for conveying

the content. Therefore, we have to read a text carefully, because it relates to our own prior

knowledge for interpreting the message that the writer sends to us. It is undeniable that

sometimes when some one asks about the content of the passage, we sometimes cannot

answer it well. It probably happens because we do not fully comprehend the content of the

text.

Based on the above evidence, there has to be some solving problem must be done in teaching

and learning process. One of them is by using SQ3R (Survey, Question, Read, Recite,

1


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Review) strategy as the teaching strategy. This strategy is chosen in order to measure whether

this strategy is effective or not in teaching and learning process in reading comprehension.

SQ3R offers some benefits. It helps students to activate their power to think, review their

understanding through their reading and to strengthen their long-term memory as stated in

Adlit (2009). Therefore, this study is based on the problem whether the group taught by

reading strategy of SQ3R gain better score than the group without taught by SQ3R. In

accordance with the statement of the problem above, this study aims to find out whether the

use of SQ3R is effective or not for the students.

TEXT

There are many kinds text of reading comprehension that used in Junior high school,

especially in second year students. This research only takes on Narrative text.

Narrative Text

Narrative text is a kind of text which has a purpose to tell a story, but the detailed purpose

may vary according to genre. Narrative is a text that tells a story, in doing so, entertains the

audience (Anderson, 1998).” For example, the purpose of a myth is often to explain a natural

phenomenon and a legend is often intended to pass on cultural traditions or beliefs

(Nurwanto, 2009). It has special generic structure of the text consists of orientation,

complication, and resolution. Other characteristics of narrative text are told/written in first or

third person (I, we, she, it, they), told/written in past tense (sometimes in present tense), use

signal time (later that day, once); to move the setting (meanwhile back at the cave, on the

other side of the forest); to surprise or create suspense (suddenly, without warning).

SQ3R STRATEGY

The SQ3R consists of five steps, i.e. surveying, questioning, reading, reciting, and reviewing.

Surveying

Before reading the text, the readers survey the text to get the general ideas of the text. It can

be done in five ways: (1) Read the title. The title is not only gives the readers illustration

about what they are going to read but also stimulates them to think further about the text. (2)

Read every sub chapter. Subtitles give the readers illustration about the text as a whole. They

show the details of the text. (3) Pay attention to tables, diagrams or maps and (4) Read the

introduction, and (5) Read the first sentences of the sub chapters. The first sentence often

describes the content.

Questioning

Questioning step is the second step of the SQ3R procedures. It is done before the actual

reading. According to Smith, Nila, and Robinson (1980:199) questioning is the vital part of

reading purposes. They state that “…questions are of course, the mainstay of teachers as they

attempt to measure comprehension, and they are usually vital parts of the reading purposes.

Used wisely by pupil and teacher, they can enhance understanding”.

In this step, the students create some questions based on the title of the text. They can also

turn the introductory sentences in paragraphs into questions such as what, who, when, why,

and how.

Reading

The third step of the SQ3R procedures is reading. The students are required to read the text

carefully to find the answer to the questions they have made. The activity to read the text can

be done in the following way: (1) reading the text silently, (2) answering the prepared


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



questions, (3) the students are asked to get the main idea and its supporting details, (4)

making a note of the main points of the text, and (5) discussing in pairs or in groups about

what has been found during reading.

Reciting

The fourth step of the SQ3R procedures is reciting. This activity is done after the students

read the text. Having read the text, the students answer the questions that have been

formulated earlier without looking back at the text (Burns, Roe, and Ross, 1984) the students

have to answer the questions with their own words. They are expected to answer the

questions not only by using the information they find in the text but also by using their own

knowledge.

In this research, reciting is done by (1) answering the teacher’s questions, and (2) finding the

general idea of the text.

Reviewing

Reviewing is the last step of the SQ3R procedures. It is done by the students by reading the

important part of the text. According to Soedarso (1993; in Indahyanti, 2008) reviewing can

be done by scanning the main points of the text through the title, subtitles and other important

parts. This activity sets the students mind map toward the things they read and strengthen

their memory of the text. Setting mind map can be done by making a brief summary

containing of main ideas of the text or facts presented in it.

RESEARCH DESIGN

Since this study wanted to know the effect of using SQ3R strategy in the teaching-learning

process on the students’ ability of reading comprehension, an quasi - experimental design was

applied. The subject of this study was the second year students at MTs Darul Ulum

Gondangwetan, Pasuruan. Since the number of the second year students was only 60

students, the researcher decided to use all students of the second year as the subject of this

study. Its design was randomized pre-test and post-test control group design. This design was

selected because of the following reasons: (1) the study chose two intact groups which had

already been organized into one class randomly, (2) this study conducted an experimental

activity in order to know the effect of two instructional delivery which was applied in two

different groups.

Two intact groups, which had already been organized into one class, were used in this

experimental study. One group served as the experimental group and the other was as control

group. In order to assure that all of the subjects in this study were homogenous before the

experimental treatment, the two groups were given a pre-test at the beginning of the study.

The result of the computation showed that the difference between the means score of the two

groups was not significance. This meant that these two groups were homogenous. The

researcher describes the research design in Table3.1.

Table 1. The sequence of the first treatment in study

Exp. Groups

Cont. group

Pre-test

Pre-test

Teaching reading by using SQ3R

Teaching reading without using SQ3R

Post-test

Post-test

This research examines the difference of the student’s ability in reading comprehension after

being taught with two different strategies. The variables which are examined in this

experimental study are two types (1) independent variable and (2) dependent variable.

Independent variable is the different instructional delivery strategies of employing the


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



students’ ability of reading comprehension. The dependent variable is the students’ ability of

reading comprehension, which is presented by their score at the end of treatment.

Instrumentation

This study used a pre and post test as the instrument to determine the students’ ability. The

test was formed in written test and designed in multiple choices consisting of 40 items. The

result of the test would be counted by looking at the scoring, which the researcher himself

constructs. Each item is given score two if the answer is right, but zero if the answer is

wrong.

Before SQ3R was given, the students were given A try ou test, in this case the teacher did

not use SQ3R strategy, but their score were yet not satisfied.

Data Collection

Data is very important in conducting a research. Since the scientific problem can be solved

only on the basis of research design capability. Data can lead to the solution as giving written

test to the respondent. To collect the data, the writer uses an objective test for the group. The

following is a treatment of to collect the data:

Table 2. The sequence of the first treatment in research

Exp. Groups

Cont. group

Pre-test

Pre-test

Teaching reading by using SQ3R

Teaching reading without using SQ3R

Post-test

Post-test

1. An experimental group

In the experimental group, the researcher uses SQ3R in her teaching reading as

follows:

a. In pre-teaching reading, the teacher introduces or explains the strategy of reading, SQ3R in the duration of fifteen minutes.

b. The teacher divides the students into a group or a pair

c. The teacher distributes some texts to the students, groups or pairs.

d. The teacher asks the students to read or comprehend the text, such as the

procedures of SQ3R strategy as follows:

Before they read, survey the chapter :

The title helps the students’ brain to focus on the topic of the chapter.

Read the introduction and/or summary, to grasps the main point of the text.

Read every subchapter, heading and subheadings.

Pay attention to graphics, charts, maps, diagrams picture and other visual aids are there to make a point.

Read the introduction. If there is no introduction, read the first or two

paragraphs very quickly to get the idea, background, tone atmosphere,

the writer’s style of writing.

Read the first sentences of the subchapters. The first sentence often

describes the content. Otherwise, read the last sentence because it usually restates the main idea of the paragraph.

Question

While the students surveying:

Turn the title, headings, and/or subheadings into questions;


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Read questions at the end of the chapters or after each subheading;

Ask yourself, “What did the teacher say about this chapter or subject when it was assigned? “

Ask yourself, “What do I already know about this subject? “

When the students begin to Read :

Reading the text silently.

Look for answers to the prepared questions

The students are asked to get the main idea and its supporting details;

Making a note of the main point of the text

Discussing in pairs or in a groups about what has been found during reading.

Recite

After they’ve read a section:

Answering the teacher’s question

Finding the general idea of the text.

Review :

Rereading the important parts of the text

Make a summary

Discussing the text with their group or pair.

2. A control group

In the control group, the teacher teaches reading without using SQ3R strategy, the steps are:

a. The teacher divides the students into a pairs or a group.

b. The teacher distributes some texts to the students.

c. The teacher asks the students to read or to comprehend the text.

d. The teacher gives some questions to the students based on the text and writes

it on the blackboard.

e. The teacher asks the students to answer the questions.

f. After that, the teacher and the students discuss the answer together.

TABLE II: The Table of Research Design

The treatment The tests

Exp. Group

Ctrl. Group

Xa (Method A) --------- T2

XB (Method B) -------------T2

The steps of the research as follow:

1. The researcher takes the respondents from the students of the second class

2. Giving treatment to the experimental group by using SQ3R, which is as medium

of teaching reading.

3. Giving post-test to the group.

Using statistic test is T-test to examine whether the use of the technique is significant or not.


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



DATA ANALYSIS

The researcher would analyze the data collected by applying the statistical analysis; because

the data obtained from the research were from of the score of the test in this research and it

was called as a quantitative data.

In test hypothesis, the researcher also needed data. So, the researcher gave the post-test to the

respondents. Then, the data was analyzed by using the T-test formula. The reasons of using

T-test analyzed are:

1. T-test is an analysis technique. To know whether there are some differences

between teaching by using SQ3R and without using SQ3R.

2. With T-test, we can find whether the technique is effective or not.

The T-test formula, which is used by the writer, is as follow:

Mk - Me

T =

Σ b²

N ( N – 2 )

Where:

Mk : means of control group.

Me : means of experimental group.

Σ b² : means of deviation from the difference mean

N : number of subject

RESULT

Presenting of the data

After collecting the data from the students of the second years which were divided into

groups that the first group was as control group and the second group was an experimental

group. The score of the pre-test and post-test which had been taken from two groups are

presented as below:

Table 3. The data of the Pre-test and Post-test Of the First Group as a Control Group

No NAMA Pre-test Post-test

1. AR 40 60

2. AS 40 61

3. AcS 20 35

4. CN 48 60

5. DN 60 70

6. EY 60 65

7. FA 46 63

8. HY 35 55

9. IS 70 85

10. INR 45 65

11. KA 25 40


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



12. KW 60 65

13. MA 30 48

14. MAF 50 66

15. MH 30 45

16. MKM 60 66

17. MT 28 45

18. MU 51 68

19. MI 60 70

20. MR 40 61

21. N 48 64

22. Nkh 35 64

23. NM 46 70

24. NF 43 65

25. NQ 69 75

26. SA 63 68

27. UA 49 41

28. UH 50 65

29. YAR 40 63

30 ZA 65 73

The data were taken from the first group as control group. It showed that there is a different

score between pre-test and post-test. This group gets good score in their post-test although

this group has not been taught using SQ3R strategy.

Table 4. The data of the Pre-test and Post-test of the First Group as an Experimental Group

No NAMA Pre-test Post-test

1. AH 35 65

2. AH 30 60

3. AK 20 35

4. AC 46 68

5. DEW 30 55

6. DI 39 60

7. DF 40 65

8. IA 51 70

9. IF 60 80

10. JQ 60 73

11. KI 38 50

12. KM 35 68

13. LH 48 65

14. LL 65 78


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



15. Ma 40 68

16. MFR 40 50

17. MJ 36 51

18. MM 50 65

19. MN 40 56

20. MZK 55 69

21. NAKN 65 85

22. NU 28 64

23. NS 48 66

24. R 43 64

25. RI 35 60

26. SSN 40 70

27. UMA 45 65

28. ZM 48 65

29. ZAS 50 71

30. Z 35 68

The data were taken from the second group as an experimental group. It shows that there is a

different score between pre-test and post-test. This group gets better score in post-test

because they had been taught by teacher by using SQ3R strategy.

DATA ANALYSIS

This research was quasi experimental research, so the data was analyzed by using statistical

analysis. This research used T-test formula because the researcher wanted to analyze the

significance of two kinds of methods. They were teaching reading by using SQ3R strategy as

an experimental group and teaching without using SQ3R strategy as a control group. After

they had been treated by using different kinds of method, at the end of treatment they were

given the test. The following table is the matched group design.

Table 5. THE MATCHED GROUP DESIGN

Matched

Subject

K / C

E

B

b

( K – E )

b²

1 – 1 60 65 -5 -3,5 12,25

2 – 2 61 60 1 2,5 6,25

3 – 3 35 35 0 0 0

4 – 4 60 68 -8 -6,5 42,25

5 – 5 70 55 15 16,5 272,25

6 – 6 65 60 5 6,5 42,25

7 – 7 63 65 -2 -0,5 0,25

8 – 8 55 70 -15 -13,5 182,25


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



9 – 9 85 80 5 6,5 42,25

10 – 10 65 73 -8 -6,5 42,25

11 – 11 40 50 -10 -8,5 72,25

12 – 12 65 68 -3 -1,5 2,25

13 – 13 48 65 -17 -15,5 240,25

14 – 14 66 78 -12 -10,5 110,25

15 – 15 45 68 -23 -21,5 462,25

16 – 16 66 50 16 17,5 306,25

17 – 17 45 51 -6 -4,5 20,25

18 – 18 68 65 3 4,5 20,25

19 – 19 70 56 14 15,5 240,25

20 – 20 61 69 -8 -6,5 42,25

21 – 21 64 85 -21 -19,5 380,25

22 – 22 64 64 0 0 0

23 – 23 70 66 4 5,5 30,25

24 – 24 65 64 1 2,5 6,25

25 – 25 75 60 15 16,5 272,25

26 – 26 68 70 -2 -0,5 0,25

27 – 27 41 65 -24 -22,5 506,25

28 – 28 65 65 0 0 0

29 – 29 63 71 -8 -6,5 42,25

30 - 30 73 68 5 6,5 42,25

Total 1841 1929 -88 -47,5 3438,75

The data were taken from Control Group and Experimental Group. The two groups were

matched to find which group that had high score. Then they were counted by using T-test.

The result of test shows that the Experimental Group gets better score than the Control

Group.

The computes are below:

A. to find MB (mean from difference between C-E)

a. MB = Σ B

Σ N

= -88

60


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



= -1,5

b. B – MB

B. Input the data into T-tets formula

Mean C = Σ C

N

= 1841

30

= 61,4

Mean E = Σ E

N

= 1929

30

= 64,3

Mk - Me

T =

Σ b²

N ( N – 2 )

61,4 – 64,3

=

3438,75

30 ( 30 – 2 )

- 2,9

=

3438,75

30 ( 30 – 2 )

- 2,9

=

3438,75

840

=

- 2,9

4, 09


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



- 2,9

=

2, 02

= - 1,44

The mean of the control group and experimental Group were 61,4 – 64,3 = - 2,9. This score

was then put into the T-test formula. The result of computation was – 1,44. This means that

the students who had been taught by using SQ3R strategy got bad score 35, 55, 50, 51, 50 and

there were five students who got bad scores, and the students who had been taught without

using SQ3R strategy got bad score 35, 55, 40, 48, 45, 45, 41 there were seven students in this

group.

Interpretation

Based on the Table III of the control group, the data showed that the students got good score

although they were taught without using SQ3R strategy, its mean was 61,4. They were not

given a try out before doing the test. As it could be seen from Table IV for Experimental

Group, the data showed that the students got better score because they were taught by using

SQ3R strategy with its mean was 64,3. The mean was then put into the T-test formula. The

degree of freedom (df) from T-test formula was the total of matched group subtractive by two

(N-2). So, the degree of freedom from this distribution was 30-2=28. After the researcher got

the computation, she examined table T-test by df = 28 and the significance was 3%. And the

researcher found the result of T-test, that was –1,44. It means that five students got bad score

35, 55, 50, 51, 50 in Experimental Group but their score were still upper average than seven

students (35, 55, 40, 48, 45, 45, 41) who got bad score in low average in control group. So,

Ha (Alternative Hypothesis) is accepted, it means that:

1. Ho (Null Hypothesis)

There is no effect of teaching reading by using SQ3R strategy towards reading

2. Ha ( Alternative Hypothesis)

There is an effect of teaching reading by using SQ3R strategy towards reading

In this research, the researcher analyzed the effectiveness of using SQ3R strategy on reading

comprehension achievement. The researcher gave different treatment to each group, one

group given treatment by using SQ3R strategy was as Experimental Group and another group

was not given the treatment: without using SQ3R strategy was as Control Group. At the end

of treatment, the researcher gave the same test. The result of the test from both groups was

then computed by comparing different score. The experimental group got better score than

control group.

Based on the explanation above, the researcher got the matched group by comparing their

score, the mean of experimental group was 64,3 and the mean of control group was 61,4.

Thus, it was identified that the two groups had significant difference in reading

comprehension achievement between those who were taught by using SQ3R strategy and

those who were not taught using SQ3R strategy.

CONCLUSION

Even though, some problems happen during the implementation of SQ3R strategy on

teaching and learning reading comprehension process. The research had already been

conducted succesfully through SQ3R strategy.The researcher concludes that:


____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



1. There is an effect in reading achievement between students who are taught by

using SQ3R strategy and those who are taught without using SQ3R strategy.

2. SQ3R strategy is useful and effective in teaching reading comprehension. It can

arouse student’s eagerness on learning English.

REFERENCES

[1]. Adlit. (2009). SQ3R: Survey-Question-Read-Recite-Review. (online) Retrived on

February 25th

, 2009 from http://www.adlit.org/strategies/198039sq3r)

[2]. Anderson, M., & Anderson, Kathy, (1998). Text Types in English, Macmillan

Educated Australia, PTY, LTD

[3]. Brown, H. D. (2000). Teaching by Principles. An Interactive Approach to Language

Pedagogy. Second Edition. New York: Longman.

[4]. Burns, Roe, & Ross. (1984). Teaching Reading in Today’s Elementary School.

Boston: Houghton Miflin Company.

[5]. Koda, K. (2005). Insight into second language reading. New York:Cambridege

University Press

[6]. Grabe, William, (2009). Reading in a Second Language Moving from Theory to

Practice, Cambridge University Press.

[7]. Indahyanti, Y. R. (2008). Improving Reading Comprehension of Eleven Graders of

MAN 3 Malang through SQ3R strategy. Unpublished Thesis. Malang: Graduate

Program, State University of Malang.

[8]. Kurniawardhani, S. (2005). Penerapan Metode SQ3R (Survey, Question, Read,

Recite/Recall, Review) pada Pembelajaran Membaca di kelas IV SDN Sibon I

Kecamatan Pasrepan Kabupaten Pasuruan. Unpublised Thesis. Program Sarjana

Universitas Negeri Malang.

[9]. Mc. Neil, I. D. (1992). Reading Comprehension. New directions for Classroom

Practice. 3rd

Edition. New York: Harper Collins.

[10]. Mokoratmoko. Recount Text. (online) Retrieved on February 25th

, 2009 from

http:www.mokoratmoko.blogspot.com/2008/11/recount-text.html)

[11]. Munawaroh. (2005). Penerapan Metode SQ3R untuk Meningkatkan Membaca

Pemahaman pada Pembelajaran Bahasa Indonesia siswa Kelas IV SD Negeri Jatirejo

II Lekok Kabupaten Pasuruan. Unpublished Thesis. Program Sarjana Universitas

Negeri Malang.

http://www.adlit.org/strategies/198039sq3r

the effectiveness of using sq3r strategy on teaching ...6)/2015(6.6-06).pdf · the effectiveness of...

Documents